English language learners are a rapidly growing population who face many challenges within the education system. Simultaneously, Multi-Tiered System of Supports (MTSS) has gained popularity in schools across the country (Spectrum K12 School Solutions, 2011). However, there is scarce literature regarding the use of MTSS practices with ELLs, particularly in regard to how ELLs are included and teacher perceptions of this inclusion. The current study used an exploratory, mixed methods approach to better understand the inclusion of ELLs in MTSS practices and teacher perceptions about this inclusion. Quantitative methods were used to better understand the degree to which ELLs are being included in MTSS practices across classrooms, and qualitative methods were used to examine teachers' perceptions about ELL inclusion. Cultural historical activity theory (CHAT) was used to frame the results by identifying the various elements of the activity system and inner contradictions. Results indicate a general trend toward inclusion of ELLs and a variety of educator perceptions regarding the inclusion. Notable topics that persisted across quantitative and qualitative data sets include a desire for more professional development, variance in teacher inclusion behavior based on the number of ELLs in the classroom, and involvement of EL teachers in the MTSS process.
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